COURSEWORK - Final Cut
FINAL CUT - 'BELOW' AS MEDIA COURSEWORK
Friday, 12 May 2017
evaluation question 5&6
EVALUATION QUESTION 5&6
How Did You Attract/Address Your Audience?
What Have You Learnt About Technologies From The Process of Constructing This Product?
evaluation question 4
EVALUATION QUESTION 4
Who Would Be The Audience For Your Media Product?
What is a target audience? A target audience is a particular group at which a product such as a film or advertisement is aimed for. This audience is the person or group of people the writer is aiming for or trying to reach. The target audience for films varies from film to film depending on the individual themes and content for example if the film was a horror, it would not be aimed for a target audience of a young age range because it would be 'too scary' and 'inappropriate' for younger eyes to see. You would want to fill young peoples minds with happy, colourful aspects within a film and not fill their minds with negative scenes which could create bad thoughts in their heads. However, the genre in which the film is made in will help identify a film's target audience, as certain genres, based on their typical themes and iconography. Iconography are the visual images and symbols used in a work of art or the study or interpretation.
How did I identify my target audience during the stage of creating my final cut. I decided that it would be a successful idea for the target audience for my Coursework 2 minute opening to a film would be around 12+. The reason for this is because it goes into a great depth about 'Below the breadline' and I feel like that may be too confusing for any age below. The words used in our script are also moving and can be depressing to many which is why we understand that young peoples minds will not be able to understand the meaning of the words being said.
We are also using a deep, large range of vocabulary to describe this guys (our character) life which may be hard for ages under 12 to understand. Anyone older may have a wider range of knowledge on what poverty means and what it can lead to which is why we have gone for the target audience we have.
The genre of the final cut that I have produced also helped me decide which target audience would be suitable because the genre of a film often helps to define the key themes and content of a film and ours was drama which demonstrates a more mature theme which would not be suitable for ages younger than 12. If I were to describe an exact embodiment of who the film would specifically be aimed at then it would be for late teenage, early adulthood boys who are now leaving full time education and are now needing to look for jobs etc. I am pleased with the end cut and the target audience I have come up with.
We are also using a deep, large range of vocabulary to describe this guys (our character) life which may be hard for ages under 12 to understand. Anyone older may have a wider range of knowledge on what poverty means and what it can lead to which is why we have gone for the target audience we have.
The genre of the final cut that I have produced also helped me decide which target audience would be suitable because the genre of a film often helps to define the key themes and content of a film and ours was drama which demonstrates a more mature theme which would not be suitable for ages younger than 12. If I were to describe an exact embodiment of who the film would specifically be aimed at then it would be for late teenage, early adulthood boys who are now leaving full time education and are now needing to look for jobs etc. I am pleased with the end cut and the target audience I have come up with.
Monday, 24 April 2017
evaluation question 1
EVALUATION QUESTION 1
In what ways does your film opening use, develop or challenge forms and conventions of real media products?
1st - In the first frame there is a screenshot of our production company. I thought it was important to add this picture into the evaluation of this question because it develops forms and conventions of real media products as at the beginning of most other films it comes up with which company is producing the film and which company it is made from, therefore it insinuates on how people wouldn't be able to copy the film or forward it without knowing that it isn't there's due to the fact that the company is placed at the beginning of each film. Another reason why i have added this frame into the evaluation is because it helps break up the two minutes for the film opening and helps to inform the audience who it is produced for and that we have come up with a successful name for our film.
2nd - The second frame takes up most of the 2 minutes Of our film whilst the voice over helps make the audience understand why we have used this time lapse as a base for the opening scene. This section develops and challenges forms and conventions of real media products because this is a unique way of expressing what our film is actually about. It also helps describe where the location is and where our film is based.
3rd - The 3rd image helps represent who the film is made by. This challenges forms and conventions of media products because it shows who has made the film. It will also help identify the fact that no one else has made the film, again linking in with copy right. The background also insinuates on what type of area the film is based in, so you can identify that it is in a busy town, near local stores and banks which are used everyday.
4th - This is our film title. This helps break up the opening 2 minutes because during the opening scene of a film you need to know what the film is called. This took up roughly 6 seconds of our video which also helped us fill the 2 minute requirement. This challenges the forms and conventions of media products because no other film would have the same title as this one. It implies that we have thought of a successful film name from our own ideas instead of using somebody else's film name from a different producing company. The music after the title appears changes also and this indicates a sense of shock for the audience because it brings you back to the reality that there are rundown areas within areas of towns.
5th - In the 5th frame there is a change of location, implying that our film was not completely based in the same place throughout the whole of the opening 2 minutes. This also helps explain the idea that areas are run down in wealthy places and not everywhere is perfect. This also has the name of others who also helped produce the film and made it how it is now.
6th - " " This 6th frame explains what i have said for the above frame apart from the fact that we have used someone else's name who also helped make and produce the film. Moreover, again the location has changed again. The idea of the location change also helps spread out the film and make the audience not feel confused and board on one of the same picture scenes.
Tuesday, 7 February 2017
images whilst filming
images whilst filming coursework
Where we filmed and why?
We filmed in an abandoned warehouse in order to get some good still shots of some rough looking areas. This warehouse was perfect because nobody lives or uses it anymore so it is completely trashed with just old usage. Another good feature of this warehouse was the graffiti on the walls. This made the building look like it had been taken advantage of and used by younger people as a place to 'hang out'. There is hardly any wall space without graffiti on the walls which also insinuates on how rough it looks. As you can see in the image, behind me is a pile of old bricks and rubbish that has just been dumped there, it is like this all over the surroundings of the warehouse which also helps make it look rundown and rough.
The next place we filmed was a rough looking house, with rubbish and rubble left outside. We got a 10/15 second shot of this house because it looks rundown and helps insinuate on which areas around Wymondham are run down. At the warehouse, I also got a shot of rain drops dropping down off the side of the building, I also tried to be as still and as quite I could be when I was filming this section because when filming I want to try and get the audience to hear the rain drops. The rain drops will help show off a sign of depression because rain is not a happy environment to be in, especially when being 'below the breadline'.
We then filmed at Wymondham train station on top of the stairs in order to get a view of the train tracks from a high view point. We got a shot which was not actually shot on the building, we did it the opposite way in order to make the environment look more still and poor in a way of there not being any busy movement.
We got about 5 different shots at around 15 seconds each to fill up the last few seconds that we need in order to finish our coursework for our video around wymondham of all the rough, still looking areas.
genre
Genre
Genre is
a style or category of art, music, or literature. There are many types of genre such as:
Fiction.
Comedy.
Drama.
Horror.
Non-fiction.
Realistic fiction.
Romance novel.
Satire.
Subsets of genres, known as common genres, have developed from the archetypes of genres in written expression.
a style or category of art, music, or literature. There are many types of genre such as:
Genre may fall under one of two categories: fiction and non-fiction. Any genre can be either a work of fiction (nonfactual descriptions and events invented by the author) or a work of nonfiction (a communication in which descriptions and events are understood to be factual).
- Classic – fiction that has become part of an accepted literary canon, widely taught in schools
- Crime/detective – fiction about a crime, how the criminal gets caught, and the repercussions of the crime
- Fable – narration demonstrating a useful truth, especially in which animals speak as humans; legendary, supernatural tale
- Fairy tale – story about fairies or other magical creatures
- Fan fiction – fiction written by a fan of, and featuring characters from, a particular TV series, movie, or book
- Fantasy – fiction with strange or otherworldly settings or characters; fiction which invites suspension of reality
- Fiction in verse – full-length novels with plot, subplot(s), theme(s), major and minor characters, in which the narrative is presented in verse form (usually free verse)
- Fiction narrative – literary works whose content is produced by the imagination and is not necessarily based on fact
- Folklore – the songs, stories, myths, and proverbs of a people or "folk" as handed down by word of mouth
- Historical fiction – story with fictional characters and events in a historical setting
- Horror – fiction in which events evoke a feeling of dread and sometimes fear in both the characters and the reader
- Humor – Usually a fiction full of fun, fancy, and excitement, meant to entertain and sometimes cause intended laughter; but can be contained in all genres
- Legend – story, sometimes of a national or folk hero, that has a basis in fact but also includes imaginative material
- Magical realism – story where magical or unreal elements play a natural part in an otherwise realistic environment
- Meta fiction – also known as romantic irony in the context of Romantic works of literature, uses self-reference to draw attention to itself as a work of art, while exposing the "truth" of a story
- Mystery – this is fiction dealing with the solution of a crime or the unraveling of secrets
- Mythology – legend or traditional narrative, often based in part on historical events, that reveals human behavior and natural phenomena by its symbolism; often pertaining to the actions of the gods
- Mythopoeia – fiction in which characters from religious mythology, traditional myths, folklore and/or history are recast into a re-imagined realm created by the author
- Picture book – picture storybook is a book with very little words and a lot of pictures, picture stories are usually for little kids
- Realistic fiction – story that is true to life
- Science fiction – story based on the impact of actual, imagined, or potential science, usually set in the future or on other planets
- Short story – fiction of such brevity that it supports no subplots
- Suspense/thriller – fiction about harm about to befall a person or group and the attempts made to evade the harm
- Tall tale – humorous story with blatant exaggerations, such as swaggering heroes who do the impossible with nonchalance
- Western – set in the American Old West frontier and typically set in the late eighteenth to late nineteenth century
target audience
Target Audience
Who is the target audience for your idea:
The target audience for my Coursework 2 minute opening to a film would be around 12+. The reason for this is because it goes into a great depth about 'Below the breadline' and I feel like that may be too confusing for any age below.
We are also using a deep, large range of vocabulary to describe this guys (our character) life which may be hard for ages under 12 to understand. Anyone older may have a wider range of knowledge on what poverty means and what it can lead to.
The target audience for my Coursework 2 minute opening to a film would be around 12+. The reason for this is because it goes into a great depth about 'Below the breadline' and I feel like that may be too confusing for any age below.
We are also using a deep, large range of vocabulary to describe this guys (our character) life which may be hard for ages under 12 to understand. Anyone older may have a wider range of knowledge on what poverty means and what it can lead to.Film Openings that are similar to our coursework
Film openings that are similar to our coursework:
In our media coursework for our 2 minute film opening we wanted to add a monologue over the top of our chosen music. Here are some films that we are getting motivation from, in order for us to get ideas in what to say for our final video.
OPENING MONOLOGUES OF OPENING SCENES:
The Big Lebowski:
The voice which is used to narrate the opening scene is deep and old, insinuating on how moving it is and how much it inputs the viewer.
He tells this story over shots of the city which the film is based in -'Los Angeles'. This helps develop an idea of which type of genre the film is about and what the character is like in the film. The music which is chosen also helps describe what the film is going to be like and whether it is serios ect.
Lock, stock & 2 smoking barrels:
This opening scene is a little different to the one above because it hasn't got any music in the background until further into the opening scene, and goes straight into dialogue. It's also more humorous and chilled out by the way the character is speaking to other people in the film. When the first thing goes wrong in the opening scene the narrator then steps in and starts to describe the characters.
Trainspotting:
This opening scene starts off energetic and busy with loud music. The narrator starts straight away, and he is the character in the film. This works well because its as if he is talking about his life and his choices.
OPENING MONOLOGUES OF OPENING SCENES:
The Big Lebowski:
He tells this story over shots of the city which the film is based in -'Los Angeles'. This helps develop an idea of which type of genre the film is about and what the character is like in the film. The music which is chosen also helps describe what the film is going to be like and whether it is serios ect.
Lock, stock & 2 smoking barrels:
Trainspotting:
Monday, 6 February 2017
families and poverty
Family and poverty in the UK
There are currently 3.7 million children living in poverty in the UK. That’s over a quarter of all children. 1.7 million of these children are living in severe poverty. In the UK 63% of children living in poverty are in a family where someone works.
There are currently 3.7 million children living in poverty in the UK. That’s over a quarter of all children. 1.7 million of these children are living in severe poverty. In the UK 63% of children living in poverty are in a family where someone works.
These child poverty statistics and factswill help to give you an idea of the scale of child poverty in the UK and the affect it can have on:
- a child's education
- a child's health
- the day to day lives of families.
Families living in poverty can have as little as £13 per day per person to buy everything they need such as food, heating, toys, clothes, electricity and transport. Poverty impacts on what families can spend, one in ten of the poorest families can't afford to send their children on school trip, compared to one in a hundred of the richest families, 58 per cent of the poorest families would like to go on holiday once a year but cannot, only 5 per cent of the richest families cannot afford this luxury.
Thursday, 2 February 2017
Social Realism
What is social realism?
Social realism is a film genre which focuses on giving the audience a true indication of what life is like. Film makers such as Ken Loach, Shane Meadows and Mike Leigh are well known for their role in directing social realism films and TV series.
According to Raymond Williams social realism is grounded in the contemporary scene in terms of setting characters and social issues. He said that social realist directors try to portray life at that time and that it contains and element of social extension by which previously under-represented groups in society become represented. Social realism films are secular, which means they are about logic and reasons not something mystical or religious.
Social realistic films portray attitudes and life factors occurring at that period in time. They often represent working class characters living through a struggle and generally exhibit them as a protagonist. Often the directors of social realism film want to depict a type of social injustice, such as economic hardship, discrimination or political injustice. For example in 'Saturday night, Sunday morning' (1960) the director Karel Reisz chose to display the unethical life story of a factory worker and how he lived through deception, affairs and abortions, but was still displayed as Reisz as a heroic character.
Social realism is a film genre which focuses on giving the audience a true indication of what life is like. Film makers such as Ken Loach, Shane Meadows and Mike Leigh are well known for their role in directing social realism films and TV series.
According to Raymond Williams social realism is grounded in the contemporary scene in terms of setting characters and social issues. He said that social realist directors try to portray life at that time and that it contains and element of social extension by which previously under-represented groups in society become represented. Social realism films are secular, which means they are about logic and reasons not something mystical or religious.
Social realistic films portray attitudes and life factors occurring at that period in time. They often represent working class characters living through a struggle and generally exhibit them as a protagonist. Often the directors of social realism film want to depict a type of social injustice, such as economic hardship, discrimination or political injustice. For example in 'Saturday night, Sunday morning' (1960) the director Karel Reisz chose to display the unethical life story of a factory worker and how he lived through deception, affairs and abortions, but was still displayed as Reisz as a heroic character.
Shane Meadows - This is England (an example of a social realism film)
Monday, 23 January 2017
What we have done so far
What we have done in media A level so Far
This is a video blog of amelia explaining what we have done in media a level so far. She explains what we have learnt and what we have been doing.
final idea
Planning vlog for our 2 minute film opening coursework
VLOG FOR OUR ORIGINAL PLAN FOR AS MEDIA COURSEWORK:
Final idea
https://www.youtube.com/watch?v=NkWwsVTTW_8
Here is a video of me, Ciara and Milly (my group in media) discussing what we had planned originally for our coursework.
During the Christmas holiday's, we went to Overstrand beach just near Cromer to film our idea, we went with the characters we needed and brought the filming accessories also. We also thought we went at the right time in order to film in the correct lighting etc, but it turns out we couldn't work out how to film with the camera we were using, therefore we took a variety of photographs so our trip wouldn't have gone to waste and we have decided to add these photos into our final piece in order to show bits of our original plan was involved.
Our new plan: (Thriller+ Drama)
Here is a video of me, Ciara and Milly (my group in media) discussing what we had planned originally for our coursework.
During the Christmas holiday's, we went to Overstrand beach just near Cromer to film our idea, we went with the characters we needed and brought the filming accessories also. We also thought we went at the right time in order to film in the correct lighting etc, but it turns out we couldn't work out how to film with the camera we were using, therefore we took a variety of photographs so our trip wouldn't have gone to waste and we have decided to add these photos into our final piece in order to show bits of our original plan was involved.
Our new plan: (Thriller+ Drama)
Thursday, 5 January 2017
Video diary
VIDEO DIARY OF WHAT WE HAVE DONE SO FAR !!!!!
https://www.youtube.com/watch?v=ieSKZBvX0hc
https://www.youtube.com/watch?v=ieSKZBvX0hc
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